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Reading in tertiary...
Reading in tertiary education : Undergraduate student practices and attitudes
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- Pecorari, Diane (författare)
- Linnéuniversitetet,Institutionen för språk och litteratur, SOL,Linnaeus University, Växjö, Sweden
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- Shaw, Philip (författare)
- Stockholms universitet,Engelska institutionen
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- Irvine, Aileen (författare)
- University of Edinburgh, UK,Edinburgh University, Edinburgh, United Kingdom
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- Malmström, Hans, 1980 (författare)
- Lund University,Lunds universitet,Engelska,Avdelningen för engelska,Sektion 4,Språk- och litteraturcentrum,Institutioner,Humanistiska och teologiska fakulteterna,English Studies,Division of English Studies,Section 4,Centre for Languages and Literature,Departments,Joint Faculties of Humanities and Theology
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- Mežek, Špela (författare)
- Stockholms universitet,Engelska institutionen
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(creator_code:org_t)
- 2012-08-24
- 2012
- Engelska.
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
- Relaterad länk:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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https://research.cha...
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https://lup.lub.lu.s...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
Ämnesord
- HUMANIORA -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)
- HUMANITIES -- Languages and Literature -- Specific Languages (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- HUMANIORA -- Språk och litteratur (hsv//swe)
- HUMANITIES -- Languages and Literature (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
Nyckelord
- textbooks
- higher education
- reading
- compliance
- Sweden
- second language
- quality
- Humaniora
- Humanities
- English
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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